Springfield Academy

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About Springfield Academy

Name Springfield Academy
Website http://www.springfieldacademy.co.uk
Ofsted Inspections
Mrs Vonika Shelley
Address Lawton Drive, Bulwell Hall Estate, Nottingham, NG6 8BL
Phone Number 01159155769
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 217
Local Authority Nottingham
Highlights from Latest Inspection

What is it like to attend this school?

Springfield Academy has high ambitions for every pupil. Staff care about the pupils and want them to be the best that they can be.

Leaders have developed a 'Just Like Me, Bee Like Me' approach that encourages pupils to believe they can succeed in life. Pupils learn about inspirational people and talk about the jobs they want to do when they are older.

All adults expect pupils to behave well in lessons and around the school.

The 'Springy Family' characters, which include 'Good Choice Chester' and 'Keep Calm Claire', help pupils to understand what good behaviour looks like. Pupils know that some of their classmates find good behaviour more difficult. However, t...hey say that adults in school are good at helping these pupils.

One child said, 'Teachers show us how to behave properly, how to talk to people and [how to] have good manners.'

Pupils say that they feel safe in school. They understand what bullying is and say that it does not happen very often.

Every child who inspectors asked could name an adult in school who they would be happy to talk to if they had a problem.

What does the school do well and what does it need to do better?

Leaders have developed a broad curriculum. Topics have been chosen to engage pupils in their learning.

Curriculum plans outline the knowledge that pupils need to remember, as well as subject-related vocabulary. While the curriculum has been developed for all subjects, leaders are reviewing the content of their existing plans for foundation subjects. This is because leaders know that some of these plans do not pay enough regard to the order in which key knowledge is taught.

In some subjects, for example English and mathematics, teachers check pupils' learning effectively. However, in other subjects, assessment systems have not been fully developed to check how much pupils know and remember over time.

Reading is a priority in the school.

Leaders are ambitious that all pupils will become fluent and enthusiastic readers. Staff read to pupils daily from a range of age-appropriate books. Teachers provide pupils with a wealth of rewards when they read independently.

These rewards include 'Red Ted', where pupils can collect a teddy with various outfits. Pupils told inspectors that these rewards motivate them to read more.

The teaching of phonics begins at the start of early years.

In nursery, pupils sing nursery rhymes and read traditional tales. Pupils begin to learn the sounds that letters make when they move into the Reception year. Teachers regularly check the sounds that pupils know.

This information is used to make sure that pupils read books that match these sounds. Pupils who find phonics more difficult are given extra help to catch up quickly.

Provision for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.

Pupils with SEND are well known by all staff. Teachers make sure that the curriculum is adapted to meet the needs of individual pupils with SEND. This personalised approach is successful in enabling pupils with SEND to be included in all aspects of school life.

Pupils have rich and varied opportunities for personal development. Leaders make sure that pupils are given life experiences that they might not otherwise have. An example of this is 'The Djanogly Dozen', where pupils have a chance to participate in 12 exciting events during their time at the school.

These include a visit to London, learning to cook and a trip to the seaside. Diversity is celebrated at Springfield Academy. Pupils show high levels of respect for each other.

One child told inspectors, 'We're all the same. We don't always look the same, but we shouldn't be treated differently.'

Many pupils enter the early years with skills below those which are typical for their age.

Staff get to know the pupils quickly. They assess their needs and plan activities which pupils find engaging. As a result, pupils were observed learning and playing together happily – even at this very early stage in the school year.


The arrangements for safeguarding are effective.

Leaders prioritise pupils' safety. They check that staff and visitors to the school are suitable to work with children.

Leaders make sure that staff have the training they need to spot pupils who may be at risk of harm. All staff know how to report any concerns they have. Safeguarding leaders follow up any concerns that staff raise rigorously and seek support from external agencies where needed.

Leaders know their community exceptionally well. This local knowledge helps leaders to address specific safeguarding risks that pupils might face in their area.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have developed curriculum plans for every subject and for every year group, starting in early years foundation stage.

As the result of a curriculum audit, leaders are now reviewing existing plans for foundation subjects. This is being completed in order to ensure that the key knowledge pupils need to know and remember is explicit and more clearly sequenced. Some of these reviewed plans are already in place, for example in science, history and geography.

Leaders should ensure that the remaining curriculum reviews are completed. Leaders should also prioritise monitoring activities to check the impact these improved plans are having on the quality of pupils' learning. ? Effective assessment procedures are in place for English and mathematics.

However, systems are not yet in place to check that the key knowledge that is taught in the foundation subjects is remembered by pupils. Leaders should ensure that consistent and manageable assessment procedures are developed in these subjects. This will help teachers to identify gaps in pupils' knowledge and to plan for future learning.

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